ERIC EJ1142390: Teachers' Perceptions of E-Learning in Malaysian Secondary Schools

2017·0.82 MB·English

by  ERIC

Malaysian Online Journal of Educational Technology 2017 (Volume 5 - Issue 2 )

Teachers’ Perceptions of E-Learning in
[1] Institute of Teacher Education,
Malay Women Campus, Melaka,
Malaysian Secondary Schools
Malaysia
Faculty of Educational Studies,
Universiti Putra Malaysia

Mei Lick Cheok [1] , Su Luan Wong [1], Ahmad Fauzi Ayub [1], Rosnaini
Corresponding Author:
Mahmud [1] [email protected]

ABSTRACT
Malaysian teachers are constantly challenged with many new technologies that are
believed to enable them to perform their job better. In 2013, they have been given access
to an online learning space known as the FROG VLE. However, initial evidence has shown
poor adoption of the e-learning. As schools are becoming increasingly disconnected from
society, teachers withdrawing into their old familiar landscapes of teaching and learning
can no longer be accepted. Being the implementers in the classrooms, their perceptions of
any innovation are important if the innovation is to be implemented. Measures to improve
the present condition in order to sustain and increase e-learning uptake can only be
enforced if we know the situations and conditions teachers encounter. A qualitative
approach was used to identify the views and experiences of 60 secondary school teachers
regarding implementation of FROG VLE in three secondary schools in Malaysia. This is to
obtain a more nuanced explanation for teacher perceptions toward e-learning. Data were
collected using an open-ended questionnaire. The results highlight the benefits as
perceived by the teachers, the main barriers they faced and suggestions for improving
implementation. Implications for teacher preparation, staff development efforts and
education reform are proposed.
E-learning, blended learning, perceptions, secondary school
Keywords:
education, teachers.

INTRODUCTION
By 2019, 50 percent of all high school courses are predicted to be delivered in online format (Horn &
Staker, 2011). Education will be revolutionized by making it more accessible and individualized (Christensen,
Horn, & Johnson, 2011). To keep pace with the growth of e-learning education, the Malaysian government
has embarked on a nationwide project to connect schools where student and teachers teach and learn in a
virtual learning environment. Massive resources have been channeled into equipping over 10,000 primary
and secondary government schools nationwide with 4G internet connectivity and a cloud-based virtual
learning environment known as FROG VLE (Campbell, Al Harthi, & Karimi, 2015).
The FROG VLE is the government’s initiative to leverage ICT usage in all its primary and secondary
schools in Malaysia. The previous initiative, to increase ICT usage in schools known as the Smart Schools’
project despite having consumed massive expenditure, found that 80% of the teachers used ICT less than
one hour per week, and this was also mostly limited to word-processing (UNESCO, 2013). Other researchers
have also argued that computer usage in schools is limited and in some cases almost non-existent (Hew &
Syed Abdul Kadir, 2016). To benefit from the latest innovation introduced in schools, early intervention
programs are needed to prevent similar poor results. The return on such large technology investments need
to equal the money spent thus far. To ensure this, teachers’ early perceptions of the FROG VLE are crucial.
There is a dearth in studies on the VLE instructional effectiveness and relevancy from the K-12 teachers’
perspectives (Hew & Syed Abdul Kadir, 2016). Ongoing assessment plus intervention programs need to be
carried out as problems emerged can then be swiftly identified and solved. In order to facilitate an effective
e-learning environment, the benefits as well as the barriers to implementation must be understood. Thus,
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three research questions guided this study:
1. What are the benefits of e-learning for teaching as perceived by teachers?
2. What are the barriers of e-learning implementation as perceived by teachers?
3. What suggestions do they have to improve the e-learning teaching and learning environment in
schools?
The results of this study are expected to help stakeholders to better understand issues related to
teaching and learning among the teachers implementing e-learning in their classrooms. It also hopes to
provide implications for designing and delivering e-learning education and professional development
courses. To evaluate the true effect of technology in an educational setting, one must look beyond the
teacher level. Instead we should focus on the accessibility and availability of computers and Internet
connection, and the preparatory programs to initiate teachers into integrating technology into their teaching
and learning processes. We also believe that the benefits are best articulated by those with first-hand
experiences in using e-learning in their classrooms. Those who have not used the system are likewise in a
unique position to provide insights into the barriers preventing them from utilizing the system. Suggestions
to further improve the e-learning teaching and learning were also sought in order to better understand
teachers’ situations. The implications are far reaching in our understanding of the e-learning role in
supplementing and at times complementing face-to-face teaching and learning. The present study is part of
a larger study in which factors predicting teacher satisfaction with the e-learning environment were also
studied.
Theoretical Framework: Technology Acceptance Model (TAM)
The TAM (refer to Figure 1) was developed by Davis, Bagozzi, and Warshaw (1989). It focuses on
predicting and assessing users’ initial pre acceptance of technology. This model guides the context of this
study. According to this model, system use is a response explained or predicted by users’ motivation which
is directly influenced by a system’s specific features and capabilities. It provides ways for stakeholders to
identify barriers and enablers to adoption of any new technology. TAM focuses on the context of user’s
acceptance of technology in explaining computer usage behavior (Davis et al., 1989). The theory posits that
user motivation can be explained through perceived usefulness (PU), perceived ease of use (PEOU) and
attitude toward a system. According to TAM, attitude that users formed toward a system will actually
determine if users will accept or reject it. As teachers in secondary schools are free to decide whether or not
to use certain methods and approaches in their classrooms, their beliefs and perceptions are important in
determining if ICT is to be used at all in their lessons. Teachers’ attitude, in turn, will be influenced by two
beliefs variables namely PU and PEOU. PEOU is also believed to have a direct impact on PU. When they
consider the technology as easy, they will then perceive it to be useful too.

Figure 1. Modified Technology Acceptance Model (Davis, Bagozzi & Warshaw, 1989, p. 985)

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System design features were predicted to directly influence perceived usefulness and perceived ease
of use (Davis, 1993). These features are proposed to affect attitude toward using and actual system use via
perceived usefulness and perceived ease of use (Davis, 1993). The rationale of the system is the flow of
causality starts from the system design features through perceptions and attitude before reaching usage.
User acceptance is the key factor in determining the achievement or failure of an information system. TAM
is well-acknowledged to predict technology use through behavioral intention, attitude toward use, perceived
usefulness, perceived ease of use and external variables, that the model has been cited in most of the
research on user acceptance of technology (Lee, Kozar & Larsen, 2003).
Rogers (1995) mentioned that the complexity of an information system will hinder acceptance of an
innovation; thus constructs such as perceived ease of use in TAM highlight the matter. TAM postulates two
main variables as antecedents to individual technology acceptance; perceived usefulness (PU) and perceived
ease of use (PEOU). These variables are the independent variables (IV) whereas the dependent variable in
this model is system use. These two independent variables determine the attitude toward using the system.
Attitude and behavioral intention to use the technology act as the mediating variables of TAM. Technology
use will be high if users believe that using the system will improve their job performance and if they think
the system is easy to use. A number of key variables from TAM have been considered relevant in predicting
teachers’ perceptions toward e-learning such as PU, PEOU and attitude. External variables in TAM have also
made it possible to include many other variables deemed relevant to suit researchers’ local context and
settings. As such this theory provides a useful framework for analyzing the effects of external variables
toward users’ attitude thus behavioral intention in explaining technology acceptance and usage.
Virtual Learning Environment in Malaysia
The Frog Virtual learning environment (VLE) is a cloud-based learning environment that emulates the
traditional face-to-face teaching and learning. It not only supports e-learning activities such as presenting
information, managing course materials, and running assessments but it also provides a rich media
environment with numerous graphics, video, animation, sound, and hyperlinks (Berns, Gonzalez-Pardo, &
Camacho, 2013). It also offers teachers a number of benefits, such as having the course management tools,
group chat and discussion, assignment submission, course assessments, educational resource management
and also tracking of student’s participation. Besides increasing interest among the teachers and learners, it
also enhances teaching effectiveness and is cost-saving. It provides support and enhances traditional ways
of learning (Georgouli, Skalkidis, & Guerreiro, 2008). Various terminologies are also used to describe the LMS,
for instance Course Management System (CMS), Learning Content Management System (LCMS), Computer-
based Learning and Online Learning. At present there are several LMS applications in the market such as
Moodle, Blackboard, Etutor, eFront among many others.
In Malaysia, recent development has seen the launch of the Malaysia Education Blueprint which is a
detailed plan of action that maps out the education landscape for the period 2013-2025. Realizing the gap
toward producing a more technologically literate workforce, one that is relevant to the 21st century
knowledge and skills, it has identified 11 shifts needed to deliver the change in education outcomes
envisioned by all Malaysians. The National Education Blueprint emphasizes effort to leverage ICT to improve
the quality of learning across the country. Twenty-five initiatives have been identified under the first wave
of the Malaysia Education Blueprint (2013-2015). One of them includes providing 1BestariNet and software
for schools. 1BestariNet is a project led by the Ministry of Education (MOE) to provide access to a cloud-
based Virtual Learning Environment (VLE) known as the FROG VLE (adopted from the United Kingdom) and
high-speed connectivity by June 2014 to all the 10,000 fully-aided government schools. The FROG VLE is a
web-based learning platform which provides virtual equivalents of real-world learning (Frog Asia, 2014). Here
teachers can assign lessons, tests and marks while students can submit their homework, view their notes and
important documents. School administrators can organize their calendars and disseminate notices via FROG
VLE. This easy-to-use system allows teachers and students to search for almost anything on the Internet and
build it into the site as their educational materials and resources. The FROG VLE provides a plethora of
educational resources and cool apps from around the web for easy accessibility during teaching and learning
sessions (Thah, 2014).
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The 1BestariNet project is to replace Schoolnet which was launched in 2004. Schoolnet fell short of
expectations, especially in terms of speed (only 1Mbps), capacity and lack of specifications and integration.
1BestariNet on the other hand is an ambitious technology-in-education project which will cost Malaysian
taxpayers RM1.5 billion (nearly US$500 million) and its implementation is expected to run over 13 years.
1BestariNet IDs has been made available to all students, parents and teachers in all the schools nationwide,
where they now have single-sign-on access to the Frog Virtual Learning Environment (VLE), Google Apps for
Education and the FrogStore. Content and educational tools are integrated from Khan Academy and Google
Apps (Razak & Yusop, 2013). Through the Frog VLE, teachers are able to digitize their teaching content and
explore new ways of bringing the best resources and teaching methods to be shared across the 10,000
schools. Learning anytime, anywhere is now possible with high-capacity wireless Internet access to all 10
million teachers, students and parents in Malaysia.
As the VLE becomes a more important long-term strategy for many educational institutions, a quality
e-learning environment is highly required. Research on VLE to date tend to emphasize more on features,
components and technical aspects of the platform rather than ways to optimize VLE use in the classroom
(Sa’adon, Dahlan, & Zainal, 2013). As the one person at the forefront of online delivery is the teacher, training
and support for teachers are important components of an e-learning education. This is in relation to the
different roles that teachers would be playing in an e-learning environment. The transition from face-to-face
to an online setting requires relevant and effectively planned professional development courses. Are
teachers ready to meet the challenges of increased demand for e-learning? Although there seemed to be an
increase in the use of VLEs worldwide, there is no widespread transformation in pedagogic practices (Kinchin,
2012). In their study, Motaghian, Hassanzadeh, and Moghadam (2013) found that monetary, pedagogical
and technical competencies are some of the more important factors affecting the success of any e-learning
initiative. Instructors’ abilities, skills and commitment to teach online are critical to successful e-learning.
Instructor willingness to adopt is also an important consideration. However, instructors’ pedagogical
conceptions and values often do not include using ICT as part of their teaching and learning process. The
majority of teachers are only using VLEs as a simple repository for students to obtain materials such as
PowerPoint slides and reading lists (Rienties, Giesbers, Lygo-Baker, Ma, & Rees, 2014). Continual
management of the e-course also makes the instructors’ work time-consuming. Teacher perception of
extensive time required are the key obstacle to e-learning. More time is felt needed to plan, create and
maintain a course and to motivate and spark interest among students to work online are just some of the
many challenges to successful implementation. Their level of personal innovativeness also to a large extent
will determine if they will take the extra steps to experiment with and implement any new innovation.
New Pedagogy and Technology for E-Learning Educators
Stepping into any classroom today is almost the same as stepping into any classroom 20 years ago.
Although technology is used in every aspect of our students’ lives, the same does not happen in the
classrooms. Instead, in schools computing is an organized event, scheduled according to the convenience of
timetabling. The gap between what students can do with technology and what they are allowed to do with
it in school is expanding with each passing day. Teacher Professional Development Courses, training,
workshops and in-house sharing have been less than successful in helping teachers to be motivated to
integrate technology for teaching and learning. School leadership is often unable to provide strong leadership
and strong support due to their own lack of technological knowledge and experience. Even new teachers,
whom the school communities looked up to for guidance on technology use, hardly infuse technology into
their own classrooms. Current teacher preparatory programs are not effective enough in equipping these
new teachers with the much needed skills and knowledge required to transform today’s classrooms. Teachers
are just not taught to handle effective infusion of technology in all subject areas. Lacking in widespread
support and professional development, existing teachers are unable to make the necessary changes to their
classroom practices. Even the enthusiastic ones with high level expertise may give up because of the barriers
faced. However, the fact remains that learning to teach and learn in new ways with technology is no small
task. Imagination, intellectual stamina, creativity and huge courage are needed (Jacobsen, Clifford, & Friesen,
2002).
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According to Guskey (1986), many educational initiatives fail because of two factors; management fail
to understand what motivates teachers to engage in professional development and the processes by which
change in teachers typically occur. Training and professional development courses will only work if teachers
can be shown evidence of improvement in their students’ learning outcomes, even more so in our exam-
oriented community. This is the prerequisite if we want to see significant changes in teacher attitudes and
beliefs. Experienced teachers are seldom committed to new instructional approaches until they have seen it
working in their classrooms with their students (Guskey, 2002). Training and implementation combined with
improved students’ learning will have more chances at incurring changes in attitudes and beliefs among
teachers.
Change brings with it a certain amount of anxiety and threat. Teachers are reluctant to change because
they are unsure if they can make the new practices work (Lortie, 1975). As change means risking failure,
teachers do not easily alter or discard the practices they have long developed and refined (Bolster, 1983).
Technology intimidates even experienced teachers, as it makes them feel stupid, inept and at the mercy of
situations they do not understand and cannot control. Teachers lacking confidence in their ability to handle
the technology will simply not use it. Change will not be implemented uniformly across schools as teaching
and learning are influenced by a number of situational and contextual factors. Close collaboration between
the system’s developer, and management will help in facilitating change among the teachers. Regular
feedback on what they are doing can sustain any little change they are trying to make.
Sustaining change after the implementation period must be seen as a continuous and ongoing
endeavor. Considering the importance of their role, teachers’ perceptions of the newly implemented FROG
VLE must be considered and taken into consideration for the betterment of e-learning implementation in
Malaysian schools. Though a number of studies have been carried out in other countries, effects of contextual
differences should not be discounted. Development of educational ICT path for every country is unique with
its own educational, social, political and cultural contexts. These will differentiate factors influencing ICT
usage among teachers according to their countries of origin. So this study will be particularly useful in
identifying factors affecting Malaysian teachers’ use of the e-learning.
METHODOLOGY
Sample and Data Collection Procedures
Participants
Participants in this study were 60 teachers from three secondary schools from two states in Malaysia.
They were randomly selected after their schools were identified as being among the top users of the FROG
VLE. Some 18.33% of them mentioned no training on FROG VLE was received so far while 75% indicated that
they have received training which exposed them to the VLE while 6.67% did not provide any indication.
Moreover, 70% of them have less than fifteen years of teaching experience while the rest have more. As for
the age of the participants, 40% are male, one did not indicate, while the other 58.33% are female. As for
their age, they were mainly in the 41 to 50 years range (refer Table 1).

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Table 1: Distribution of Participants’ Age in the Survey
Age Range Percentage (%)
24-30 20
31-40 23.34
41-50 45
51-60 11.66
Procedures
Participants responded to an open-ended questionnaire administered to them in schools. Open-ended
survey forms with three questions that inquired about teachers’ perceptions of the benefits, barriers and
suggestion for improving FROG VLE were distributed. Data were collected about six months after the FROG
VLE was implemented across the nation.
Measures
Open-ended survey form was employed as the data collection method. Three questions posed were
meant to provide a window on what was working or not working and what needed further refinement in the
recent implementation of e-learning. The data collected were then analyzed for key themes or patterns in
teachers’ perceptions of the e-learning in schools. Burnard’s (1991) framework (refer Table 1) was adapted
in order to produce a detailed and systematic record of the themes and issues identified from teachers’
opinions. The data were analyzed and results of the analyses were reviewed to verify accuracy and enhance
reliability. In our analysis process, we are aware of Van Maanen’s statement (2011), whereby, there can never
be “immaculate perception”, and no text or research may be closed to further interpretations (Van Maanen,
2011). The study would provide different interpretations had it involved different researchers and
participants and was carried out in another place or at a different time. With this realization, we have
approached this research with the belief that there will not be any single one truth; instead there will be
many, with multiple realities and multiple interpretations of the same events (Cohen, Manion, & Morrison,
2000).
Table 2. Data Analysis Strategy
Stage Description
1 Read all survey entries
Re-read the data and make notes throughout the reading, generate general themes. Immerse in the
2
data.
3 Re-read the data and identify specific headings and categories. Open-coding. Generate categories.
Sort out the categories into precise groups. Collapse some of the similar categories into broad
4
categories.
Re-sort categories; similar headings are grouped to form a final list and remove extraneous
5
categories.
A colleague was invited to blindly validate the first findings. Categories were discussed and adjusted
6
as necessary.
7 Journals and categories were examined identifying the data relating to each category.
Data linked to category headings. Numbers are used to distinguish between findings in the survey
8
forms and categories.
Adapted From Burnard (1991)

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FINDINGS AND DISCUSSION
Results
Several themes emerged from our analyses of the open-ended questionnaire. The findings were
summarized and organized by the aforementioned three research questions.
Benefits of Teaching Online
For the students
Most teachers recognized that the FROG VLE has created great interest among the students. Besides
interest, easy access to a wealth of materials and resources were some of the main benefits identified. These
teaching and learning resources can help to improve learning outcome and increase self-directed learning
among the students. Flexibility in learning regardless of place and time increases student motivation and in
the process it also increases their ICT usage and awareness of ICT’s potential as an alternative way of learning.
This ‘updated’ approach of learning, in the long run provides greater opportunities when these students
enter the job market. Respondents felt students will be more equipped with the much needed 21st century
work skills. FROG VLE is more student-centered with its reduced need for teacher talk. However, despite the
reduced teacher talk, surprisingly a few teachers felt that their interaction with students can be increased
through e-learning. Another important finding was when a number of teachers claimed that the system
provides “hands-on” information for the students. With technology, students can view, listen, reflect and just
do about anything in order to comprehend any new items that they wished to learn.
For the teachers
Many of the teachers appreciated FROG VLE in helping them make their teaching job easier than the
traditional approach. Besides being easy to use, the system also helped them to organize their teaching and
learning materials. This saves their time when updating or locating specific materials. They are also pleased
that, with the system, they need not print or distribute handouts and this reduces cost substantially.
Barriers to Teaching Online
Within the School
Some teachers viewed lack of time as the key concern in e-learning implementation. They claimed the
workload in school prevented them from exploring and mastering the system further. As such, many
expressed the critical need for more training and exposure to the system. Despite having been trained, ICT
skills remained an issue with the teachers. Not having technical support was also stressed as a main challenge
in utilizing the system, and teachers felt management should be working on this aspect to ease the
innovation’s adoption process. Besides having limited ICT skills, low English proficiency is also a barrier in
understanding the FROG VLE. Some felt the language used was difficult for them and their students to
understand. The inability to understand the language used by the system even caused confusion as claimed
by some teachers. Validity of information over the Internet was also questioned.
Another identified barrier was large class size (30-40 in a class). This made it difficult for teachers to
implement e-learning in the classroom. It is a challenge to let students take more responsibility for their own
learning as they were not always on task. Whatever the technology being used, teachers with strong
classroom management skills and ability to create a positive classroom culture are needed. Students tend to
get distracted and visit other than the suggested websites; thus this lack of control was considered a struggle
in running e-learning in the classrooms. One teacher also mentioned that she felt students were lazier when
using e-learning. Some felt teachers’ initial guidance is heavily needed by the students because students
lacked in skills and exposure in using the system. Nearly all teachers complained of poor Internet connection
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and facilities as the greatest barrier in implementing e-learning. Slow internet connection and that only
certain areas in the school have access to the Internet made it difficult for the teachers. They also claimed
that they do not have enough working computers to make e-learning possible during their lessons. As such,
due to the constraints expressed, plus high maintenance incurred by e-learning, some teachers insist on their
preference for the traditional face-to-face approach.
Beyond the School
Teachers in their comments made it clear that not all students have Internet access and computers at
home. These are the basic necessities that they felt the Malaysian government needs to look into before
exercising e-learning in our education system. The harsh reality of the matter is that rural areas in Malaysia
will need more time to make e-learning a reality. Students’ involvement beyond the classroom walls can only
be turned into reality when these barriers are removed.
Suggestions for Improvement
Training
Suggestions provided by most of the teachers reflected the urgent need for more training and
assistance in delivering e-learning. Technical support is necessary though only five of the teachers mentioned
this. This may be because most of them are used to relying on themselves in getting things done in schools.
They instead highlighted their lack of skills and confidence in utilizing the FROG VLE. They believed that with
more skills and knowledge of FROG VLE, they would be able to increase their usage. Some of them also
advised student teachers to be taught to integrate the VLE during their training at the Teacher Training
Institute.
Facilities
A vast majority of teachers in the survey provided suggestions related to providing and upgrading the
school facilities. Most teachers are crying out for better access to the Internet, and ICT devices such as
laptops, both at school and at home. Teachers felt that Internet access and computers for students at home
will facilitate e-learning.
Awareness
Awareness programs must be carried out to inform students, teachers and parents regarding the e-
learning initiatives. More enthusiastic involvement from students and soft pressure from the parents will
hopefully create more urgency and motivate the teachers in sustaining e-learning. Some respondents even
suggested having a monthly e-learning program, to make it more of a whole school initiative instead of
individual teacher’s effort in the confines of his or her classroom.
FROG VLE’s Relevance
Subject such as Mathematics were seen as incompatible with the online system used. Innovative
practices must be linked to school curriculum for sustainability. Teachers mentioned that they were unable
to use certain symbols necessary in their teaching. A few teachers commented on the webpage design and
content. The internet access to the e-learning is also restricting teachers’ usage or visits to certain websites,
YouTube for example. There were mixed opinions regarding this restriction as some agree to this while others
felt this restriction was unnecessary.
Discussion and Implications
The aforesaid research described sought to investigate e-learning use in the classrooms, as perceived
by teachers, its benefits and barriers. They were also asked to provide some suggestions on how e-learning
implementation can be sustained and improved. An open-ended survey was created which included three
questions pertaining to the focus of this study. These findings are significant as they come directly from those
who have the greatest power to impact on the success of the e-learning initiative. Findings suggest that e-
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learning has created much interest among students and could improve student learning outcomes as was
also found in a number of previous studies (Callopy & Arnold, 2009; Vaughan, 2010). Teachers also found e-
learning helpful for managing their materials and resources. They also acknowledged that e-learning provides
opportunities for students beyond what they can offer in their traditional classrooms.
This study also provides important information on the barriers in using e-learning. If e-learning is to
succeed, teachers must have the appropriate technology, training and time to spend on the system. As their
basic knowledge of ICT has a significant correlation with training (Kaur & Hussein, 2015), training must not
cease after the implementation; instead it should continue throughout the initial implementation when
struggles are likely to be at their greatest. Moderate skill level and comfort in using the technology is a
necessity. This is because their personal comfort and confidence will to a large extent decide how teachers
approach technology use and plan their lessons.
Administrative support is also important especially by looking into critically needed facilities, such as a
reliable and fast Internet connection and providing enough computers for all students. Administrators need
to play a more active role in creating conditions fostering innovation. They must be the ones to identify with
the innovation and persuade or cajole others into adopting it. Their importance has many times been
confirmed in many past empirical studies (Lafford, 2009; Young, 2008). Having Internet access at home is still
not possible for many students. Parental involvement was repeatedly stressed in order to overcome barriers.
By educating parents on the importance of e-learning, and if finance is not an issue, we would be able to see
more students’ houses equipped with computers and Internet access.
By understanding the barriers teachers are facing, MOE and school management can decide how these
barriers can be tackled. Teachers must be convinced of the importance of using technology in the classroom.
At the same time, they should be provided with access to resources and be trained to use these resources
effectively. Getting access to the Internet and computers, and knowing how to use them require time,
training and technical support.
Analysis of findings on suggestions showed heavy focus on the need for training and facilities for better
uptake of e-learning. Teachers realized the need for them to learn many new skills and unlearn instructional
pedagogical practices that have long dominated their professional lives. To do this, teachers must be given
ample time and support to master the FROG VLE. Learning to teach an online course requires time; preparing
for online teaching involves considerable time, effort and workload. Kaleta, Skibba, and Joosten (2007) in
their study even proposed that teachers were to be given the necessary training at least six months before
implementation. Lack of competence has been known to be one of the most serious obstacles preventing
teachers’ use of technology in education (Bingimlas, 2009). Creating a community of practice among the
teachers may be a good idea because teachers will not feel alone in their struggle; they will then have each
other to bounce off ideas and make planning and preparation easier.
Carrying out this study has shown us a number of pertinent aspects about e-learning implementation
in Malaysian schools nationwide. The first most obvious was that most schools are not well-equipped. Poor
Internet connection made it quite challenging for teachers to carry out online learning. Our second finding
points to the critical lack of training and support for teachers. There was a unanimous plea to provide
teachers with the necessary ICT qualifications to enable them to effectively engage students in using ICT to
enhance their learning. Technological infrastructure and technical training are important aspects of
successful e-learning. In addition, without sufficient technical support and assistance in the school, teachers
cannot be expected to overcome the struggles preventing them from fully utilizing the system (Lewis, 2003).
Finally, we also realized the lackadaisical attitude among the teachers, administrators and the relevant
government agencies in trying to make this innovation a success. An example was given by Arokiasamy,
Abdullah, and Ismail (2014) where they found although Computer Studies has been introduced in secondary
schools, teacher training has yet to introduce it as a teaching subject. However, all is not lost as we also found
some schools which were not involved in this study, but who are doing extremely well in their e-learning
initiatives. Though their numbers are small, future researchers need to study these schools in order to
understand how barriers were removed in their contexts. Hopefully, they can act as catalysts of change for
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other schools to follow suit.
In discussing perceptions toward e-learning, it is worthwhile to consider the learning curve in Figure 2
for new technology as proposed by Glass (1999).

Figure 2. Learning Curve for New Technology Software (Glass, p. 78, 1999)

As can be seen, there is an initial loss of productivity, followed by a slow improvement. The scale of
time and improvement will differ for each teacher and the type of technology used. This curve may explain
the slow uptake that the Malaysian teachers are currently experiencing. Recent report by the Auditor-
General (National Audit Department, 2013) revealed that although RM663 million was spent on the
1BestariNet project, it is suffering from lack of usage. The report also revealed that FROG VLE usage by
teachers, students and parents was between 0.01 percent and 4.69 percent. Daily utilization of the VLE by
teachers was found to be between 0.01 percent and 0.03 percent. The aforementioned report suggests that
the VLE is underused or unused by most of the teachers. We must accept this initial learning phase where no
immediate or obvious benefits are seen. In fact, this is the period where most support and scaffolding are
needed by the teachers as early adopters. More teachers will embrace technology integration in the
classroom over time, as the infrastructure matures and their beliefs evolve. On the other hand, policy makers
need to do away with beliefs that just by providing high access to e-learning would lead to major changes in
classroom teaching and learning. The most pertinent aspect is to change how schools are organized, how
time is allocated, and the way teachers are being trained. Interactivity of cloud-based learning designs would
benefit from a greater focus in teacher education programs (Campbell, Harthi, & Karimi, 2015). Systems
developers and telecommunication companies should also improve their product reliability by making them
more user-friendly and useful, increase technical support to teachers, and not forgetting to increase Internet
connection at marginal cost to schools. If these cannot be done, then only peripheral modifications will occur
in schools. Contextual factors will influence the technology adoption rate or if there is to be no adoption at
all. If at all technology is being used, it will be used to sustain old practices.
CONCLUSION
TAM as the guiding framework used in this study has been useful in explaining the usage behavior of
the FROG VLE. TAM asserts that external variables, PEOU, PU, attitude toward use, and behavioral intention
to use, represent beliefs which will finally lead to actual use. In this study, more than half of the teachers do
not find the FROG VLE easy to use while 11 teachers found it not useful in their subjects taught. This shows
that the potential of FROG VLE potential has not been sufficiently made known to the teachers and there was
no follow-up to the one day exposure training. The more tech-savvy teachers might be able to make sense
of the VLE on their own but the majority of them will have problems. Pedagogical technological knowledge
needs to be modelled and taught before teachers can be expected to use the VLE effectively. Poor attitude
was the general consensus felt due to the many external barriers; facilities, management support, and so
forth. This in turn reflects the poor usage results as stated in the Malaysian Auditor General (2013) report.
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